Urges the use of the language experience approach to helping children learn to read and to write. Suggests some activities for starting the school year using this approach. (TJ)

Discusses the language experience approach to remedial reading as a method to move the high school student with poor reading skills away from instructional techniques with which the student has experienced difficulty and into a no-fail reading situation. (HTH)

Presents a case for not using a reading scheme in a reading program. Proposes instead a language experience approach in which children first read written transcriptions of their own oral language and then use a variety of published books. (JL)

Describes selected plans of teaching reading--individualized reading, basal reader, initial teaching alphabet, language experience and color coding--and suggests each plan's inherent philosophy. (MM)

Describes several approaches used in trying to teach an adult to learn to read over a period of several years, including the approach that was successful (language experience) because the student was highly motivated to write. (JM)

Briefly defines nine distinct methods of teaching reading and summarizes how teachers use reading materials. (AEA)

Presents findings on children's notions about reading, suggests using the language experience approach in teaching reading, and lists classroom activities to promote unity in the language arts. (AEA)

Cites articles and research suggesting that the ability to learn to read is inherent within any normal child and recommends that teachers use strategies and materials relevant to the child rather than a prestructured reading program. (MM)

Examines accentuating the use of English as an instrument for other learning. Proposes a language-enriched learning environment and emphasis on liaison between subject content and language experience while stressing the need for teaching strategies for improving the quality of the classroom language experience. (JK)